This article aims to analyze the process of creation and consolidation of indigenous s chools installed in the first half of the 20th century, namely the « mission school » (Rondon Primary School) and the « Escola do Posto » (Escola Francisco Ibiapina School), by missionary teachers in the Dourados Indigenous Reserve, in the south of Mato Grosso , as well as to investigate the teaching of these establishments in the period. To do so, it was necessary to resort to a bibliography related to indigenous education, to the history of education, to the history of Mato Grosso and, more specifically, to th e history of Dourados and region, among others. Also, use the sources of research, such as the official documents of the Francisco Horta Indigenous Post and the Evangelical Indigenous Mission Caiuá, available in the archives of the Indio Museum in Rio de J aneiro and the Regional Documentation Center of the Federal University of Grande Dourados. In this study, it was possible to verify that the indigenous schools studied were linked to the Caiuá Mission, which had a Protestant denomination and sought to « civ ilize » , integrate and evangelize the indigenous ethnicities through school and religious strategies that prioritized a teaching that denied and devalued the culture indigenous culture, imposing a non - indigenous culture as unique and developed. These school ing strategies were justified by colonial arguments that the Indians were backward and did not practice agriculture. However, in the face of the politics of « civilization » , evangelization and integration of the non - indigenous nationality project, the indig enous people knew in their ethnic and cultural way how to deny, assimilate and/or participate in the schooling strategies used, that underwent transformations with the relations that were being established.